Older Adults Engagement With Online Cinema Heritage Journal
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Abstract DiscussionI’m trying to study for my Communications course and I need some help to understand this question.
Please see the attachments for the article and the instructions and guidelines. Also, under the file named instructions, there is an example you must adhere to. 1- free plajiarism 2- adhere to the attached instructions.
Journal Abstract
Overview: You will be writing two journal abstracts this semester. Summarize an article that directly relates to your research. You will write a two-page single-spaced abstract (see sample abstract).
Format
Center the word “ABSTRACT” as the title of your paper. Below that, type the reference information from your article using APA format (7th edition). Your abstract should include the following, with appropriate headings.
Background Literature: Provide a context for the research article. That is, what led the author(s) to write this article? What key concepts from or weaknesses in past research led to the current hypotheses or research questions. If the author uses a specific theoretical background, key terms central to the study, or pivotal prior studies that serve as impetus for this specific study (e.g., if this study is addressing limitations of one or two specific prior studies), the abstract should mention these.
Sensitizing Constructs: If the authors provide key definitions or a framework for analysis, this should be covered either separately or in the methods section (a combination of choice of original author and you as a summarizer). For example, if the article is grounded in phenomenology or semiotics, and the author has a section on the philosophical or methodological roots, include this with brief summary.
Research Question(s): Indicate clearly the research statement or primary questions(s) the researcher was attempting to answer. If they are not clearly stated, distill them the best you can from the article. Make sure you clearly label if they are research questions or hypotheses. If there are many, choose only the “key” ones.
Methods: Give a description of how data was gathered and analyzed. This section should typically include something about the participants or texts (number, type, manner of selection), data collection (be as specific as possible, perhaps with key details, e.g., “elements of Strauss and Corbin’s grounded theory”), and data analysis (method of unitizing or categorizing, any specific elements of method that are appropriate.). Because the focus of the article is to evaluate the method of the study, this section might be a bit longer than it would be for abstracts in other courses. Again, stick to key details. Do not abstract theory articles or surveys of literature.
Primary Results: Give the major findings from the study. Clarity is important here. Make sure you understand the findings before trying to explain them. Look first to the results section and then to the discussion section (note: these do not always agree!). Often findings are very dense and you must make choices about what is most important to the reader (since you are “translating” the article for the rest of the class, who has not read the article, and for your own memory). Use your discretion to choose the ones that seem central to your interests or to the class.
Evaluation: Evaluate the article in terms of its significance, research methods, readability, and the implications of the results. Do not merely include the authors’ limitations, though you may mention these if you want. Most important here, and what makes this abstract specific to COM 473, is to focus on the strengths and limitations of the method and write-up. Try to critique from within the paradigm the article is written (for example, if it is critical, do you think it promotes social change or empowerment? If it is a case study, do not criticize it for “lack of generalizability”! In fact, if the researchers use a small, specific sample and make generalizing claims, this would, in fact, be a limitation! Do your own thinking here about the strengths and limitations of the article. Your “critique” can be from a theoretical and/or and applied perspective.
Example
Watts, E.K. & Orbe, M.P. (2002). The spectacular consumption of “True” African American
culture: “Whassup” with the Budweiser guys? Critical Studies in Mass Communication, 19, 1-
20.
(You can find the article on BB under the tab Abstract Assignment)
Introduction
The now famous Budweiser commercial, which features three African American males greeting each other with the phrase, “whassup,” as they watch sports and drink Budweiser beer, is a take-off from a home video. Charles Stone, III caught his friends giving each other their traditional greeting on tape and turned it into a video resume. From there, it sky-rocketed, and not only received the Grand Prix and Golden Lion at the Cannes Film Festival in 2000, but also became the new Budweiser commercial, gaining recognition as the Super bowl’s most popular commercial. Watts and Orbe (2002) state the appeal of the commercial is due to a dialectical tension between its familiarity and unfamiliarity. Male bonding and affection has a reputation for taking place in the presence of sports and alcohol, which is the familiar aspect of the scene. However, the black “aestheticism” is unfamiliar, especially to many non-African Americans. Further, Watts and Orbe (2002) contend that, “as the market economy seeks to regulate and integrate ‘authentic’ difference, white American ambivalence toward blackness is paradoxically both assuaged by its ‘universality’ and heightened by its distinctiveness” (p. 3). First, Watts and Orbe (2002) link the “Whassup” commercial to the concept of spectacular consumption. Second, a look at the commercial reveals the conflicting feelings of non-African Americans. Finally, an analysis of focus groups brings to light the views and opinions of the consumer.
Spectacular consumption
Drawing from Proctor’s (1990) interpretation of spectacle, Watts and Orbe (2002) agree that it is a mediated experience that changes an individual’s conception of reality. However, they contend it is a condition. Rather, it is a result of one’s ontological perspective that, “mass consumption [is] a way of life” (p. 4). DeBord (1983) states, “[the] moment when the commodity has attained the total occupation of social life” (p. 4) is when the spectacle has achieved meaning. Spectacular consumption explains the manner in “which the material and symbolic relations among the culture industry, the life worlds of persons, and the ontological status of cultural forms are transformed in terms generated by public consumption” (p. 5). The intersection of our experiences, mass consumption as a way of life, and cultural icons and artifacts results in spectacular consumption. It is of vital significance to note, “The pleasure of consuming otherness is advanced by the Other’s uniqueness” (p. 4). The tension between familiarity and unfamiliarity rises. As demonstrated by the commercial, it is the cultural diversity in this case that advances spectacular consumption. On one hand, the universality of male bonding attracts various audiences, marketing the commercial as colorless. On the other hand, the African American culture is set apart by its uniqueness.
The commercial’s effect on white ambivalence
First, the commercial is described in detail, mimicking a real life experience of telephone conversations between guys sitting at home, “watchin’ the game, having’ a Bud” (p. 9). However, Watts and Orb (2002) note that the sports is not the focal point, but rather the relationship of “‘being there for one another’ during the game” (p. 9) is the underlying theme of the commercial. Although black male affection is observed, which promotes a universal feeling, it is noted that this African American unity is perceived as a danger to white power. In addition, the now-familiar greeting, “whassup,” may have lost its distinctive taste of culture and instead becomes spectacular consumption, due to its value lying in the market. Therefore, white ambivalence is maintained and further developed.
Focus group perspectives
Participants
Thirty-seven participants were taken from an upper-level communication class at a large, Midwestern university. The majority fell between the ages of 18-24 and mostly represented African Americans and white Americans, with a small number of Asian, Latino and biracial Americans. Two-thirds of the population were female, and one-third was male.
Procedures
Following the viewing of 4 “whassup?!” commercials, participants individually recorded written responses to questions. Questions explored original reactions and perceptions of who composed the target audience of the commercials. Next, the participants verbalized their individual responses in small groups before entering into a discussion that included all 37 participants.
Methods
The researchers used Owens’ (1984) criteria: “repetition, recurrence, and forcefulness” (p. 12) in order to critically analyze both written and oral responses. Three themes were revealed: the universality of the experience, black authenticity, and the oblivious nature of commodification.
Results
Relating to the “experience.” Nearly all participants found the commercials to be humorous. However, divergence occurred between racial/ethnic groups when considering the target audience. The majority of African Americans felt young African American men were the target audience whereas the majority of the other groups felt young men in general, regardless of race or ethnicity, was the target audience.
(Re-) Emphasizing cultural authenticity. After watching spoof commercials of white males with African American voices, participants simply felt their opinions of the original commercial were made more resilient. Non-African Americans’ perspectives concerning the universality of the ads were enforced. African Americans felt the authenticity of the ads was enforced as well. The ludicrousness of the spoof ads simply reinforces spectacular consumption’s idea that “consuming otherness is advanced by the Other’s uniqueness” (p. 15) as well as the uniqueness resulting in the commodification of the “whassup” phenomenon.
An unconsciousness of commodification. Many participants noted the appeal to a diverse audience by its portrayal of black culture while using humor to universalize its message. In addition, it was also noted that the beer was hardly the selling point. Rather, the “‘authenticity’ of the ‘Whassup?!’ guys” (p. 15) was the focus, and “were seen as pawns strategically deployed by corporate culture” (p. 16). Finally, the contradiction of spectacular consumption is revealed. Although this example of real life experience is not authentic in the sense that it was altered for the purpose of a commercial, Watts and Orbe (2002) point out that real life experiences “are themselves always already mediated in the spectacle” (p. 16).
Limitations
An obvious limitation of the study is the use of a convenience sample. Clearly, a single undergraduate, upper-level communication course was used. Not only were the majority of the students represented by one small generational gap, but also the majority was most likely composed of communication majors. Also, the spoof ad was not clearly described. It was understood that white males with African American voices made up the ad, but its content was unknown.
Conclusion
Further research exploring the discursive tensions that exist between cultures is needed. The challenge of achieving a balance between maintaining diversity while overcoming it in order to attain unity continues to exist. The universality of the “whassup” ads appeals to many audiences yet carries a distinctive cultural flavor. Another issue, which demonstrates the importance of intercultural communication, is the concept of spectacular consumption. The value placed on cultural images and how they are consumed should continue to be examined. Commodification as a way of life relates to lived experiences and the cultures represented within those experiences. This analysis proves to be essential to understanding other cultures, which will ultimately lead to the primary goal of communicating more effectively.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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